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UNIT / DATE RANGE / TEACHER / GRADE
Human Body
(unit includes Too Good For Drugs, Human Growth and Development, Viruses, Bacteria, fungus and protists Units) / 9 weeks during 3rd quarter and ending in beginning of 4th quarter. / Miller / 7
UNIT LEARNING GOAL
Human Body: Students will be able to describe the levels of organization in the body
Explain the major organs and how each of the systems work together to help you function.
Bacteria, Viruses, Fungus, Protists: Students will compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites.
HG&D: Students will be able to recognize the importance of postponing sexual involvement by identifying the risks of early sexual involvement and pressures that could potentially lead to early sexual involvement.
Students will be able to describe the ways in which males and females grow and develop throughout puberty, how reproduction occurs and babies develop, and identify types of sexually transmitted diseases.
UNIT OBJECTIVES
  • Describe the major parts and function of body systems (9).
  • Explain how all the parts of each system work together.
  • Describe how homeostasis is maintained.
  • Describe the stages of human development.
  • Describe the characteristics of bacteria, viruses, protists and fungus.
  • Give examples of how bacteria are helpful and harmful.
  • Explain how viruses infect their host and how to prevent viral infections.
  • Describe how the choices one makes have consequences

UNIT ESSENTIAL QUESTION
How does the human body work and how can we keep our body healthy?
ESSENTIAL CONTENT AND UNDERSTANDING The student should be able to…
Human Body
  1. Describe the major organs and functions of the various systems of the human body.
  2. Explain how all the parts of each system work together to perform a specific functions (movement, digesting food, filtering wastes, circulation of blood, obtaining and using oxygen, reproduction, etc.)
  3. Describe how homeostasis is maintained.
HG&D
  1. Identify the risks of early sexual involvement and their social pressures
  2. Become acquainted with the organs of the male and female reproductive systems
  3. Identify and define four major communicable diseases
  4. Define the terms in the reproductive process
  5. Understand the emotional changes that occur during puberty

UNIT VOCABULARY
cartilage, voluntary muscle, skeletal muscle, smooth muscle, mechanical digestion, kidney, bladder, trachea, bronchi, alveoli, diaphragm, atrium, ventricle, artery, vein, capillary, platelet, lymph node, pathogen, infectious disease, cancer, antibody, immunity, vaccination, antibiotic, stimulus, neuron, spinal cord, reflex, hormone, sperm, egg, testis, ovary, menstrual cycle, umbilical cord, fetus, puberty, addiction, tobacco, THC, nicotine, hallucinogen, depressant, stimulant, sexual intercourse, contraceptives, condoms, sperm, penis, scrotum, testicles, prostate, seminal vesicles, urethra, ejaculation, erection, nocturnal emissions, uterus, cervix, vagina, ova, follicle, ovulation, fallopian tube, menstruation, gonorrhea, syphilis, herpes, HIV, AIDS, STD
UNIT ACTIVITIES
  • Pretests/Post-tests as required for unit
  • Video/video clip
  • Use of district mandatory HG&D curriculum with powerpoints, group discussion and exit tickets to reflect on learning.
  • Use of district mandatory TGFD curriculum with worksheets, activities, writing prompts and reflections.
  • Use of CPR required curriculum with hands-on practice, video clips and group activities.
  • The virtual body game
  • Train your brain lab
  • Amazing Learning lab
  • Observing bacteria
  • Virus lab
  • Mr. Bones apart
  • Protists/Fungus virtual lab
  • The Heart story
  • Thinking map (various)
  • Homeostasis Lab with lab report
  • Movable joints charades
  • Important skeletal muscles
  • Muscle Fatigue Lab with lab report
  • Types of muscles foldable
  • Label your digestive system
  • The Adventures of PB&J
  • Parts of the Excretory System foldable
  • Model of the urinary system with graphic organizer
  • Respiratory system matching
  • Parts of the blood foldable
  • Blood Soup / blood batch demonstration
  • Using a blood count to evaluate health lab
  • Bacteria cells parts matching
  • Safety Systems of the Body reading and 1-pager

ASSESSMENT
  • Post-Tests as required
  • Human Body Summary Project
  • Various mini-assessments throughout the unit

LEARNING STRATEGIES UTILZED
Interactive Science Notebook (ISN), inquiry labs, thinking maps/charts/graph/organization tools, multi-media, Cornell Notes, cooperative groups, Mark the Text, virtual labs, Edmodo, PENDA, AVID strategies, CRISS strategies, KAGAN strategies, modeling.
FLORIDA SCIENCE BENCHMARKS
SC.6.L.14.1 (AA): Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.
SC.6.L.14.5 (AA): Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.
SC.6.L.14.6: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites
HE.6.C.1.8: Explain how body systems are impacted by hereditary factors and infectious agents.
FLORIDA SCIENCE BENCHMARKS FOR ADVANCED PLACEMENT
None
ESOL / RTI / ESE
Extended time / Test Corrections / Making use of context clues
Peer assistance / Proximity / Using multi-media
Check for comprehension / Modeling / Using linguistic modifications
Organizational strategies / TOWER - writing strategies / Individualized instruction and assistance
Leave class for assistance / Language / Vocabulary Games / Peer tutoring
Preferential seating / Use of analogy / Using written and pictorial forms to teach
Read directions aloud / Provide student choices / Adjusting or shortening assignments
Students paraphrase directions / expectation review / Hands-on experiences
Alternative test settings or small group testing / Use of partners / collaborative groups / Small group instruction
planned movement / Cooperative learning groups
guided practice / Defining content area language or terms
Use of learning centers or centers / stations / Using alternative assessments
Organizational strategy - sorting (information) / Reducing directions to steps or parts
Using role-play
Adapting written text and materials to facilitate comprehension
Other strategies